Download or read book Teacher Efficacy and the Referral of African American Males to Special Education written by Indira S. Acker and published by . This book was released on 2006 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Teacher Self efficacy on the Referral of African American Males for Special Education Services written by Michelle J. McCollin-Odeleye and published by . This book was released on 2004 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Teacher Efficacy and Student s Gender and Ethnicity on Special Education Referral and Response to Intervention written by Archna Randall and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships among teacher efficacy, student gender, and student ethnicity (African American, Asian American, Latin American, and Caucasian) on teachers' decisions to use RTI versus referring immediately to special education. Kindergarten through eighth-grade teachers ( N = 134) completed an anonymous survey online that included demographic questions, the Teachers' Sense of Teacher Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a hypothetical case study of a student struggling academically, and questions about teacher referral decisions. Participants randomly received one of the eight hypothetical case studies that varied the student's gender and ethnicity. This study employed procedures similar to earlier studies (Meijer & Foster, 1998; Podell & Soodak, 1993; Soodak & Podell, 1993) that manipulated student characteristics. Results support previous research studies that found that high teacher efficacy relates to fewer special education referrals. Multiple logistic regression analyses show that teachers with higher teacher efficacy in student engagement and instructional strategies were more likely to use RTI versus referring to special education. Teacher efficacy for classroom management was not related to teacher referral decisions. There was a significant relationship among teacher efficacy, student's gender, and teachers' referral decisions. Efficacious teachers were more likely to use RTI for a struggling female student than for a struggling male student. Taken together, teacher efficacy, student's gender, and student's ethnicity did not relate significantly to teachers' decisions to use RTI versus referring to special education. This study demonstrated promising results related to teachers' efficacy and teachers' decisions to use RTI. Study limitations include sample size and demographics, validity of using vignettes, and teachers responding in a socially desirable manner that may have precluded significant results. It is recommended that educators be ready for the paradigm shift away from the refer-test model to the RTI approach. Future research is encouraged to develop an RTI teacher efficacy scale and examine teachers' integrity of implementing of RTI.

Download or read book African American Teachers Perceptions of Special Education Referral written by Tarcha F. Rentz and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative study examines African American elementary teachers' perceptions of special education referral and particularly the referral of African American students. This investigation describes teachers' experiences with referral for subjective disabilities (i.e. mental retardation, emotional disturbances, learning disabilities) and not gifted and talented programs. Using phenomenological research methods, 15 interviews were conducted with 5 African American elementary teachers who taught at schools where 25% to 50% of the student population was African American. The study participants were male and female teachers who had taught at least 3 years and had been a part of a School Study Team and/or initiated special education referral. The two main questions that guided this study were: (a) How do African American teachers perceive special education referral and (b) how do African American teachers experience the referral of African American students? Findings suggest that the teachers experienced similar positive and negative feelings about referral. Wanting special education referral to be helpful for students, teachers questioned whether teachers were referring students for an actual disability or because of a cultural difference. Teachers preferred the referral process to be one of maintaining students in general education by identifying their strengths and weaknesses and developing appropriate interventions and strategies to enhance and motivate students. They contended that the referral process is detrimental to African American students who often receive pull-out services in special education resource rooms. Teachers proposed that African American students can be maintained in general education with proper supports in place.

Download or read book What s So Special about Special Education A Critical Study of White General Education Teachers Perceptions Regarding the Referrals of African American Students for Special Education Services written by Dustyn R. Alexander and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the problem of the disproportionality of African Americans in special education by conducting critical white research. A review of literature revealed that research using this methodology had not been conducted with this problem in mind and that critical white theory might be a wise choice in order to understand this issue more fully. This study sought to fill that gap by providing information on the perspectives of white general education teachers regarding the referral and potential placement of African American students in special education. White teachers were selected in order to explore this phenomenon from a critical white perspective. Since most teachers are white, this population is critical in the development of an understanding of the problem of disproportionality. The purpose of this study was to identify the perceptions of white general education teachers regarding the: 1. ability, behavior, and school readiness of African American students; 2. instruction, referral, and potential placement of African American students in special education; 3. gaps that exist in the preparation of general education teachers regarding the instruction of African American students. The constant comparative (Glaser & Strauss, 1965) technique resulted in the identification of six themes. These themes supported the current research and confirmed that a lack of cultural responsiveness, a deficit view, and a misunderstanding of the special education referral process and potential services contributes to the gross disproportionality of African Americans in special education. The added perspective of my being a special education administrative practitioner and parent added a depth of understanding to this crisis that has not been previously explored in-depth literature. Also, a useful model called the pipeline to special education was developed to understand what occurs between general education and special education. Finally, a critical white perspective revealed that dominant white values in the classroom may perpetuate marginalization in the form of privilege on the part of the teacher to be permitted to abdicate responsibility for struggling African American students by referring them to special education.

Download or read book Effective Teaching of African American Students who Receive Special Education Services written by Nancy Stone Bealmear and published by . This book was released on 2006 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is an examination of effective teaching of African American students who receive special education services by teachers who are either National Board Certified Teachers or Highly Qualified Master's Level teachers. It begins with an overview of the history of special education in the United States and the current conditions of special education. It then covers the matter of overrepresentation of African American students in special education and the various contributors to that problem. The conceptual framework is to examine the self-efficacy and best practices of National Board Certified Teachers (NBCTs) or Highly Qualified (HQ) Master's Level teachers from middle and high schools. It examines the literature addressing learning and cultural styles of African American students and how these learning styles may affect the achievement levels of African American students. The latter part of the dissertation provides examples of positive school practices for African American students. The dissertation is divided into five chapters, addressing special education policies and laws, overrepresentation of African American students in special education, literature on cultural and learning styles of African American students, effective teaching, and teaching standards. Chapter One looks at the history of African American education in the United States and how the Civil Rights Law affected their education and affected the education of students with disabilities. It also provides definitions of legal terminology for the special education law and disability categories. In addition, it covers teacher self-efficacy and teacher standards. The differences between National Board Certified Teachers and Highly Qualified Master's Level teachers are also addressed in Chapter One. Chapter Two is divided into three different sections that address literature and research about the history of African American education in the United States, the causes of overrepresentation, curriculum in the schools and multicultural curriculum, effective teaching, standards, critical race theory, African American cultural styles, and effective teaching of African American students. The first section is about the history of African American education in the United States and the history of civil rights for students with disabilities, and factors that contribute to overrepresentation. The second section pertains to curriculum models developed by researchers for multicultural education, what researchers consider as effective teaching, and teaching standards. The third section discusses critical race theory, cultural styles of African American students, and effective teaching of African American students. Chapters One and Two are theoretical in nature, and Chapters Three and Four focus on the methodology of the study and the results of the study. Chapter Three focuses on the type of study, the survey instrument, and the groups chosen for participation. This study uses a descriptive correlational design that employs a Likert-scale survey with a cross-sectional group of teachers. Survey responses from National Board Certified teachers (NBCT) are compared with responses from Master's Level Highly Qualified (HQ) teachers to determine possible differences and similarities in perceptions about classroom instruction, beliefs, and behaviors. This study investigates what both NBCT and HQ teachers perceive that makes them effective with African American students who receive special education services. This study also examines whether teachers' effectiveness consists explicitly of attitudes towards students, specific teaching technique, or methods, or a combination of both. Chapter Four examines the results of the survey questionnaire returned, and the demographics of the participants in the study. Chapter Five is a summary of the entire study and a detailed explanation of the specific questions indicating statistical differences in scores. The dissertation ends with recommendations for future research and educational implications for the findings.

Download or read book African American Males in School and Society written by Vernon C. Polite and published by Teachers College Press. This book was released on 1999-10 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this groundbreaking and timely volume Vernon Polite and James Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints, a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience, and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with an overall aim to improve the academic and social outcomes of this population . Chapters range from explorations into identifying giftedness and responsive teaching styles, to educating African American males in the suburbs. The contributors to this volume offer differing methodologies and foci to document how the social and educational worlds of African American males cross, and the editors suggest policy implications that derive from these studies. This eloquent, engaging, and accessible volume has much to offer its readers and is especially important to people concerned with the well-being of African American boys and men.

Download or read book Perceptions of General Education Teachers on the Referral Process for Placing Students in Special Education and the Disproportionate Rate of African American Males in Special Education written by Patrick F. Christian and published by . This book was released on 2016 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influence of Student Ethnicity and Teacher Efficacy on Special Education Referral written by Natalie D. Lilley and published by . This book was released on 1998 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Teacher Expectation on Disproportionality of African American Males in Special Education in Middle Schools in Richmond County School System written by Claudette Jackson Palmer and published by . This book was released on 2010 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This research study examined the problems of disproportionality of African American males in special education in middle schools in Richmond County, Georgia. Disproportionality occurs when the risk for being identified in a particular disability category is not proportional to the population being considered. The issue of disproportionality of African American males and other minority students in special education has been studied and debated well over thirty years and today continues to be a problem for the education community. The purpose of this study was to understand the role teacher expectations play in disproportionality of African American males in special education. Referral data from 2007 Richmond County School System was used to identify the middle schools with the most referrals of African American males to special education. Qualitative research methods were used consisting of school statistical information and interviews with general education and special education teachers who are employed by the school district and received their teaching certification through the traditional or alternative route. The data collected were coded, analyzed and discussed with program participants. The Office of Special Education and Georgia Department of Education uses the risk ratio as the preferred method of calculating disproportionality. Risk ratio answers the question, "What is a specific racial/ethnic group's risk of receiving special education and related services for a particular disability as compared to the risk for all other students?" The data revealed that African American male students in special education in this school district are disproportionately represented in the disability category of Mild Intellectual Disabilities (MIID). Findings from this study are organized into four categories: Category 1: African American males' representation in special education, Category 2: Disproportionality at the middle school level, Category 3: Teacher expectation and its role in influencing/shaping disproportionality, and Category 4: Teacher background, training, experience, teacher certification and referral to special education. It is concluded from this study that low or no teacher expectation, student demographics, behavioral issues, teacher training and experience contribute to the disproportionality of African American males in special education in this school district.

Download or read book The Overrepresentation of African American Males in Special Education in Emotional Behavioral Disorders and Learning Disabilities Categories written by Lisa M. Jensen and published by . This book was released on 2008 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The overrepresentation of African American males in special education programs for emotional behavioral disorders and learning disabilities has been a contentious topic for many years. America's teachers and school districts constantly struggle to agree on possible causes of this racial disproportionality and to find solutions to combat the problem. Through an extensive review of existing research, this thesis examines a number of factors that contribute to the overrepresentation of African American males in special education program. These factors include, but are not limited to the following: the special education referral process, teacher influences, failure to recruit and hire highly qualified teachers, not implementing effective teaching practices, failure to accommodate the learning styles of African American males, differing classroom expectations, along with general difficulties with living in an economically disadvantaged environment."--leaf 4.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Persistence and Pervasion of Disproportionate Representation of African American Students in Special Education Programs written by Billye D. Brown and published by . This book was released on 2001 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Keeping Black Boys Out of Special Education written by Jawanza Kunjufu and published by . This book was released on 2005 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This critical analysis looks at the disproportionate number of African American males in special education. Arguing that the problem is race and gender driven, questions covered include Why does Europe send more females to special education? Why does America lead the world in giving children Ritalin? Is there a relationship between sugar, Ritalin, and cocaine? and Is there a relationship between special education and prison? More than 100 strategies to help teachers and parents keep black boys in the regular classroom, such as revising teacher expectations, increasing parental involvement, changing teaching styles from a left-brain abstract approach to a right-brain hands-on approach, redoing the curriculum, understanding the impact of mass media, and fostering healthy eating habits.

Download or read book General Educators Perceptions of African American Males Prior to Pre referral written by Charmion Briana Rush and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine general education teachers' perceptions of African American males to identify specific student characteristics and other variables that influence referral decision-making. The theoretical framework used to guide this study explored tenants of Critical Race Theory (CRT) to examine the practices and beliefs of 216 educators from a mid-sized school district in North Carolina in grades kindergarten-fifth. Twelve interviewees also were chosen, from the original pool of participants, to generate data relative to referral reasons. A mixed methods approach was used to describe the identification process. Measures for this study included an on-line survey and semi-structured interviews developed by the researcher. Areas surveyed included environmental factors, hereditary factors, certain biases, low socio-economic status, students' use of culturally different speech patterns and dress, lack of clarity in school guidelines for special education referrals, subjectivity in the county referral process, and African American males being raised by extended family. Two opened questions allowed participants to address other significant aspects considered relevant for referral. The majority of the participants were Caucasian, females in their mid-thirties, who had more than 10 years of experience. Based on quantitative analysis, four factors emerged as key points for referrals. These included African American males "Raised by extended family"; "Cultural biases" among teachers; "Ineffective trainings" for teachers; and student "Environmental factors". Qualitative findings, however, both supported and refuted these findings. The findings of this study are discussed, including the implications for future research."--Abstract from author supplied metadata.

Download or read book Raising African American Males written by Theresa L. Harris and published by R&L Education. This book was released on 2012-03-01 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Raising African American Males is comprised of strategies and interventions that can assist and improve African American males' achievement in all areas of academics as well as in their everyday lives. Theresa Harris and George Taylor provide pedagogical strategies that employ various instructional tools for teachers, parents, African American youth, and administrators. In addition, this book can be a guide to improve the educational outlook for African American males and to provide the necessary resources used for training of parents, teachers, and students. The "No Child Left Behind Act" of 2001 and the Maryland Redesign of Teacher Education provides for the belief in the efficacy of all students. Many social inadequacies and injustices have resulted in social problems including the lack of resources for African American males to succeed.